4. PRONOUNS CARL WILSON BAKER How does "Pronouns" illustrate the story of Sir Launfal? The Lord said, "Say "We""; But I shook my head, Held my hands tight behind my back, and said, "I." The Lord said, But I looked upon them, grimy and all awry — Persisting, "They." The Lord said, "Say "We""; And I, At last, Richer by a hoard Of years and tears, Looked in their eyes and found the heavy word That bent my neck and bowed my head; Like a shamed schoolboy then I mumbled low, Lord." CLASS ACTIVITIES 1. Explain how "Pronouns" illustrates the story of Sir Launfal. 2. In the second stanza, who is meant by "them"? Explain this phrase: "myself in all these twisted shapes." Would the Bishop, in the preceding selection, have said "they" or "we"? Explain. GENERAL REVIEW MAKING COMPARISONS AND CONTRASTS "That reminds me" is a thought which comes constantly into the mind of a good reader, whether he is engaged in reading an account of dry farming in the West, an essay on table manners, or a story of adventure in the icy regions of the Far North. There is no telling, of course, just what may come into the mind of the reader. A description of dry farming in the arid regions of the West may suggest to him the methods of agriculture in similar districts in Asia, or the methods of tilling the soil used by the ancient Egyptians; an essay on table manners may bring to his mind the way Bo-bo ate roast pig or the peculiar customs of the Fiji Islanders when dining; a tale of adventure may remind him of Doctor Grenfell's adventure on an ice-pan, of Peary's dash for the North Pole, or of Captain Scott's last expedition. Doubtless what is already in the mind of the reader, the sort of material he is reading, and what he is looking for, will have a large influence in determining what comes into his mind. At all events many, if not most, of the ideas which occur to him will consist of similarities and contrasts to the material which he is reading. Now it is possible to cultivate the habit "that reminds me" - in reading as well as in story-telling. If you are constantly on the lookout for resemblances, or for contrasts; if you pause from time to time during your reading to ask yourself, "Now what is that like?" "Where else are these practices followed?" "What other character resembles the hero or the villain?" "How is this figure of speech different from that one?" you will find gradually not only that your reading comes to mean much more to you but also that it becomes a more and more fascinating adven ture. A number of ways of cultivating this habit have been suggested in "Helping the Handicapped." For example, before reading "How a Blind Man Enjoys Baseball” (p. 289), you were told to imagine the fun you could get out of baseball if you were blind; as you read the selection, you doubtless found yourself saying, "That's just what I thought," or "Well, I didn't think that." Again, in "The Unconquerable Soul" (p. 292), you were directed to make a list of the characters in history or fiction of which the selection reminded you. In like manner, on p. 295, you were asked to select the character in the Unit who most resembled N. C. Hanks. By asking questions like these - questions which bring out likenesses and differences you can greatly enrich your reading. Now suppose you turn to Modern Readings, Book Two one of the Class-Library Books (p. xiv) · or to some other book containing a variety of selections, and read any three selections; as you read, make a list of the comparisons which occur to you. Talk over your experience and results at a time set by your teacher. QUESTIONS AND PROBLEMS 1. As a rule is it wise to give money to street beggars? Give reasons. 2. Tell the class about the most interesting part of the book you read from the list on p. 250. 3. Describe the main way in which each of the following helped the handicapped: Samuel G. Howe, Anne M. Sullivan, Franklin K. Lane, Byron King, Edward W. Bok, Jane Addams. 4. Name institutions in your community which are for the benefit of handicapped people. Describe three services of these institutions. 5. Find what the national government has done for crippled soldiers. 6. What provisions are made by the mail service for carrying literature for the blind? (Inquire at the post-office.) ROUNDING OUT THE MEANING OF "HELPING THE 1. Make a list of the different kinds of handicapped people mentioned in this Unit. After the name of each kind write the title of the selection which best illustrates it. 2. Bring to class clippings or pictures which illustrate ways of helping the handicapped. 3. Tell how the stanza on p. 247 explains the main thought in this Unit. 4. Organize into committees, and under the leadership of the teacher, a parent, or an older brother or sister, visit a home for orphans, a school for crippled children, or an institution for the blind or the deaf. Prepare a list of questions before the trip; report what you see to the class. QUESTIONS FOR DEBATE Resolved, That attendance at a suitable school should be compulsory for all children who are either blind or deaf. Resolved, That all cripples who are capable of such training should be taught an occupation at public expense. TOPICS FOR REPORTS OR COMPOSITIONS 1. How and what blind children play. 2. What our community does for crippled children. 3. How the deaf are taught to talk. 4. How blind children are taught to read. 5. The greatest victory of Helen Keller. |